1 / 36

The Standards-based IEP Process: What You Need to Know

Learn about Standards-based IEPs, tying goals to curriculum, promoting inclusivity, higher expectations for students with disabilities, and the importance of adapting IEPs for individual student needs. Discover how to develop a grade-level Standards-based IEP, including analyzing student data, understanding content standards, and writing the Present Level of Performance. This comprehensive guide provides insights and strategies for educators and professionals working in special education.

kkenneth
Download Presentation

The Standards-based IEP Process: What You Need to Know

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Standards-based IEP Process: What You Need to Know

  2. What is a Standards-based IEP? A Standards-based IEP describes a process in which the IEP team has incorporated state content standards in its development

  3. What is the difference betweenthe traditional and Standards-based IEP?

  4. What are the components of a Standards-based IEP? The components are the same as the traditional IEP

  5. What are the benefits of a Standards-based IEP? • Ties the IEP to the general education curriculum • Provides positive directions and goals for intervention • Utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum • Promotes a single educational system that is inclusive through common language and curriculum for special and general education students • Ensures greater consistency across schools and districts • Encourages higher expectations for students with disabilities MacQuarie (2009)

  6. Are all special education students required to have a Standards-based IEP? Best practice would suggest that a Standards-based IEP would be beneficial for all students. However, only students being considered for or meets the criteria to participate in one or more Virginia Modified Achievement Standards Test (VMAST) require a Standards-based IEP.

  7. Does a standard based IEP implythat the student is on grade-level in that content area? No, the student may not be on grade-level in that content area. However, they are working toward meeting grade-level expectations and are receiving grade-level content instruction.

  8. How do you develop a grade-level Standards-based IEP when a student is not on grade-level? The National Association of State Directors of Special Education (NASDSE) has produced a document that illustrates a recommended seven-step process, with accompanying guiding questions, to assist special education teachers and other professionals in developing a standards-based IEP.

  9. Standards-based Individualized Education Program (IEP):Developing the Present Level of Academic Achievement and Functional Performance (PLOP)

  10. A. Consider the grade-level content standards for the grade in which the student is enrolled Ask: • What is the intent of the content standard? • What is the content standard saying that the student must know and be able to do? • Resources: • Standards of Learning • Curriculum Framework • SOL Test Blueprint

  11. B. Examine Classroom and Student Data Analyze the classroom and student data to determine where the student is functioning in relation to the grade-level standards. Ask: • What does the data tell the IEP team about the student’s performance regarding the knowledge and skills the student has demonstrated in relation to the grade-level content standards? • Are there assessment data (i.e.., state, benchmark, and/or classroom) that can provide useful information for making decisions about the student’s strengths and needs ? • Where are the gaps in knowledge and skills? • What did we learn about the way the student responded to accommodations?

  12. B. Examine Classroom and Student Data, continued Ask: • Were the previous interventions successful? • Are there skills that the student missed learning over time that are necessary to support the grade-level standard? Which are most likely to support progress? • Are there authentic performance tasks that provide evidence of student learning? • Is there data to include student reflection and self-assessment? • Are there multiple measures being used? By whom?

  13. C. Writing the Present Level of Performance Consider the factors related to the student’s disability and how they affect how the students learns and demonstrates what he or she knows. Ask: • What are the content standards for the grade-level that the student is enrolled? • Where is the student performing in relation to the grade-level standards? • What are the individual strengths of the student in accessing and mastering the general curriculum? Include sources of information. • What are the individual areas of need of the student in accessing and mastering the general curriculum? Include sources of information.

  14. C. Writing the Present Level of Performance, continued Ask: • What skills/behaviors (academic/functional) is the student able/unable to perform? • What other needs, such as functional, organizational, and social skills impact the student involvement and progress in the general curriculum? • What strategies, accommodations and/or interventions have been successful in helping the student make progress in the general curriculum? • How does the identified disability affect involvement and progress in the general curriculum?

  15. C. Writing the Present Level of Performance, continued Ask: • What are the parent concerns? • What are the student’s interests, preferences, and goals? Include post-secondary aspirations, based on age appropriate transition assessments. (Refer to VDOE’s assessment transition packet at http://www.vcu.edu/ttac/transition/assessment.shtml • Is the student on track to achieve grade-level proficiency within the year?

  16. PLOP Jackson’s Present Level of Performance: Rising 5th grader Activity Standards-Based IEP State-Directed Project - January 2011

  17. Jackson’s Present Level of Performance: Rising 5th grader Questions to consider when developing a Standards-Based PLOP 4. How does the identified disability affect involvement and progress in the general curriculum? … His teachers report that he has a good grasp of computation when working with whole numbers but struggles with computation involving fractions and decimals which will affect his involvement and progress in the 5th grade general curriculum…

  18. Standards-based Individualized Education Program (IEP):Developing Standards-based Measurable Annual Goals

  19. Develop measurable annual goals aligned with grade-level academic content standards. Ask: • What are the student’s needs as identified in the present level of performance? • What skills does the student require to master the content of the curriculum? • What can the student reasonably be expected to accomplish in one school year?

  20. A. Writing Annual Goal Components

  21. Goals Jackson’s Present Level of Performance: Rising 5th grader Activity Standards-Based IEP State-Directed Project - January 2011

  22. B. Develop measurable postsecondary goals and transition needs • Ask: • What do you want to do when you finish high school? • If you go to college, what do you want to study? • What kind of work do you want to do? • What do you want to learn more about? • Where do you plan on living?

  23. Standards-based Individualized Education Program:Assessing and Reporting Student Progress

  24. Assess and report the student’s progress throughout the year. • Ask: • How does the student demonstrate what he/she knows on classroom, benchmark, and state assessments? • Are a variety of assessments used to measure progress? • How will progress be reported to parents?

  25. Assess and report the student’s progress throughout the year, continued. • (Continued from previous slide) • Ask: • Did the student make the progress expected by the IEP team? (criteria) • How does the student’s performance compare with the performance of general education students? • Is the student more independent in the goal area? • Will work in the goal be continued or will student be dismissed from this goal area?

  26. A. Progress Monitoring: At the time the IEP is developed, specify how progress will be measured, including; • What will be monitored, • Who will monitor it, • When it will be monitored, • Where the monitoring will be conducted, • How will the data be reported.

  27. B. Reporting Student Progress • Progress on IEP goals and short-term objectives (if required) is reported to parents as often as non-disabled students receive academic progress reports. • Timeline: Mid-Quarter (Interim Reports), Quarterly • Format: Compilation Forms, Graphs, Narratives

  28. Standards-based Individualized Education Program (IEP):Identifying Special Education and Related Services

  29. Identifying Special Education and Related Services • Ask: • What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum? • What accommodations have been used with the student and were they effective? • Has the complexity of the materials been changed in such a way that the content has been modified?

  30. Types of Related Service interventions offered by schools include: • Direct Services – Related service professional interacts directly with the student i.e.. – one on one counseling • Indirect Services – Related service professional interacts with other personnel i.e.. – training teacher how to implement a behavior management program

  31. B. Identifying the Supplementary Aids and Services: • Accommodations - Accommodations do not reduce learning expectations. They provide access. • Modifications - Modifications refer to practices that change, lower or reduce learning expectations.

  32. Standards-based Individualized Education Program:Determining the Most Appropriate Assessment Option

  33. A. Selecting the most appropriate assessment option. Ask: • What types of assessments are offered in the state? • What types of responses do different state assessments require? • Has the student received Standards-based, grade-level instruction?

  34. A. Selecting the most appropriate assessment option, continued. Ask: • What was the student’s instructional level? • Can the student make progress toward grade-level standards in same timeframe? • Can the student demonstrate what he/she knows on the assessment option under consideration? (Continued from previous slide)

  35. Standards-based IEP Resources http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml Teresa.Lee@doe.virginia.gov Jeff.Phenicie@doe.virginia.gov

More Related